Date of Award

Winter 12-19-2019

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction

Department

Graduate Studies

Committee Chair

Belma Sadikovic

Keywords

guided reading, small group, Fountas and Pinnell, reading

Abstract

This study examined the impact of Guided Reading instruction on first graders performing below grade level in reading in a suburban school in North Dakota. The researcher examined the impact that guided reading plays amongst first grade students performing below grade level in the area of reading. The sample of subjects includes five elementary students in first grade. To analyze the impact of Guided Reading instruction, students’ FAST Bridge Learning pre and posttest scores including sight words and sentence reading were compared. The study also compared differences in students’ sight words and sentence reading. As Guided Reading instruction was carried out, a significant difference was noted in the words that students were able to read per minute. Recommendations to complement this study to further benefit student reading ability could include the application of Guided Reading as it impacts student sight word reading and sentence reading.

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